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The study is dedicated to requirements for the professional training of engineering specialists and the need to determine the significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation. The purpose of the study is to identify the elements of architecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 fourth and fifth year students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professional readiness and a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The elements of students' readiness to conduct professional activities have been identified. The survey participants described the elements that they believed would most contribute to professional readiness: motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the influence of students' personal characteristics on the successful development of their readiness for professional activities. Keywords—Readiness for professional activity, self-development, professional self-realization, motivation for a professional activity, architect

Determination of the Elements of Architecture Students' Readiness to Conduct Professional Activities